When and how should adult learners be assessed regarding possible learning disabilities?

The use of standardized testing to identify learning disabilities presents problems. First, instruments designed to diagnose learning disabilities are usually normed on native English speakers, so the results cannot be reliably used with learners whose first language is not English. Second, since the concepts and language tested may have no direct translation, the validity of tests translated into the native language is questionable. Third, most tests are primarily designed for and normed on younger students and may not be suitable for adults. No single assessment technique is sufficient to diagnose a learning disability; multiple assessment measures are necessary. Even before an interview or other assessments are administered, instructors should answer the following questions about a learner:

1. Has the problem persisted over time?
2. Has the problem resisted normal instruction?
3. Does the learner show a clear pattern of strengths and weaknesses in class?
4. Does the learner show a clear pattern of strengths and weaknesses outside of class?
5. Does the problem interfere with learning or another life activity to a significant degree?

If the responses to these questions are affirmative, the situation should be looked into more closely. Following are suggestions on how to do this.

• Interview the learner. An interview may provide a variety of useful information, such as educational and language history and social background, the learner's strengths, and the learner's perception of the nature of the suspected problem.
• Collect information about the learner's work. Portfolios that include measurements of learner progress in reading and writing, attendance data, writing samples, autobiographical information, and work on class assignments may provide documentation of persistent problems and of teaching strategies that have or have not worked.
• Use vision screening and routine hearing tests. What appears to be a learning disability may be due in part to correctable vision or hearing problems.
• Consult a licensed psychologist to obtain a learning disability diagnosis. The program could provide some referrals for psychologists in the community, but the learner would have to cover the cost.

What instructional methods and materials are effective?

Educators of children and adults with learning disabilities give the following suggestions for providing instruction for this population.

• Be highly structured and predictable.
• Teach small amounts of material in sequential steps.
• Include opportunities for learners to use several senses and learning strategies.
• Recognize and build on learners' strengths and prior knowledge.
• Simplify language but not content.
• Emphasize content words and make concepts accessible through the use of pictures, charts, and maps.
• Reinforce main ideas and concepts by rephrasing rather than repeating.
• Be aware that learners often can take in information but may have difficulty retrieving and using it.